Numeracy moments in history
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This document discusses numeracy in history teaching. It defines numeracy as involving more than just numbers, including thinking quantitatively, understanding data, patterns and applying mathematical reasoning. Numeracy moments in history lessons are identified as opportunities to reinforce numeracy skills. Examples given include estimating measurements, interpreting data, and identifying architectural features. Teachers are encouraged to use questioning and explanations that are consistent with how numeracy is taught in math lessons. Finally, Bloom's taxonomy is presented as a way to classify critical thinking around numeracy in history.
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This document discusses essential questions, Bloom's taxonomy, understanding by design, backwards design, and depth of knowledge (DOK) levels as they relate to curriculum design and student assessment. It provides information on framing essential questions to drive student curiosity, the six levels of Bloom's revised taxonomy, the three stages of understanding by design (desired results, acceptable evidence, and lesson planning), and Webb's four DOK levels and examples of questions for each level in social studies. The goal is to design curricula and assessments that promote higher-order thinking skills and enduring understanding.
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This document provides the March 2011 version of the Grade 4 Model Curriculum for Mathematics in Ohio. It outlines the focus areas or "domains" for Grade 4 including operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. For each domain, it lists the relevant clusters or topics and standards, and provides instructional strategies and resources to help teach the concepts and standards. The goal is to provide guidance for teaching the key skills and concepts in mathematics for fourth grade.
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This document outlines a proposed 6-week math unit for a 3rd grade class. The central idea is that numbers are used to describe, compare, and measure quantities. Key concepts are function, connection, and change. Lines of inquiry include place value systems, fractions and decimals as representations of whole-part relationships, and number operations. Assessment tasks will evaluate student understanding of place value, addition/subtraction, fractions/decimals, and long division. Learning experiences include exploring counting strategies, discussing differences between strategies, representing number relationships, and creating mind maps. The unit aims to develop self-management skills and principled, balanced attributes through math inquiries.
Outcomes based teaching learning plan (obtl) - Problem Solving, mathematical ...
This document provides the outcomes-based teaching and learning plan for a mathematics course called Problem Solving, Mathematical Investigation and Modeling (Math115) at Gov. Alfonsos D. Tan College. The summary includes:
1) The course aims to deepen students' understanding of real-life mathematics applications through investigating patterns, testing conjectures, and making generalizations.
2) Learning outcomes for the course include understanding problem solving strategies, conducting investigations, and solving real-world problems.
3) The plan outlines 15 weeks of content covering problem solving strategies, investigations, applications of probability, and mathematical games. Assessment includes quizzes, group outputs, and a final exam.
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Numeracy moments in history
- 1. www.pdst . ie History Identifying Numeracy Moments in History http://pdst.ie/postprimary
- 2. www.pdst . ie What are numeracy moments?
- 4. www.pdst . ie Numeracy is NOT LIMITED to the ability to use numbers, to add, subtract, multiply and divide. Numeracy encompasses the ability to use mathematical understanding and skills to solve problems and meet the demands of day-to-day living in complex social settings. Numeracy involves being able to: • Think and communicate quantitatively • Make sense of data • Have a spatial awareness • Understand patterns and sequences • Recognise situations where mathematical reasoning can be applied to solve problems. (National Literacy & Numeracy Strategy, 2011)
- 5. www.pdst . ie Numeracy • There are opportunities to acquire numeracy skills and concepts in History. • Questioning, explanations, justifications and higher order thinking should be used and explored where appropriate. • Where numeracy arises in a natural, uncontrived manner the language, procedure, and concept should be dealt with in a manner that is consistent to that of the mathematics department.
- 6. www.pdst . ie Numeracy In history certain topics give rise to opportunities for subject teachers to reinforce common language, procedures, and concepts that students experience in mathematics lessons
- 7. www.pdst . ie Can you identify numeracy moments in the teaching of the History syllabi?
- 8. www.pdst . ie Activity Number, money, measure Data handling Shape & Space Relationships & patterns
- 9. www.pdst . ie Number, Money & Measure Data Handling • Are students encouraged to estimate, calculate and check their answers? • Are the approaches used in line with and of the same standard as those the students would use in mathematics lessons? • Where appropriate is the concept of bias discussed in lessons? • Are students encouraged to choose appropriate graphical representations? • Are students encouraged to retrieve, interpret and draw conclusions from the data presented? • Can students identify and give examples of primary and secondary data? Shape and Space Relationships & Patterns • Are students encouraged to estimate, calculate and check various measurements? • Are students encouraged to use appropriate units of measure? • Can students identify the architectural features from key periods in history? • Are students encouraged to make connections between cause and effect?
- 10. www.pdst . ie
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- 13. www.pdst . ie Knowledge Understanding Application Analysis Creating Evaluation Count Choose Define Describe Identify Label Match Name Outline Record State Write Associate Classify Compare Demonstrate Discuss Estimate Interpret Give examples Rewrite Paraphrase Add Apply Calculate Demonstrate Divide Examine Graph Prepare Produce Show Solve Use Analyse Combine Design Develop Illustrate Investigate Observe Outline Point out Select Compile Compose Create Generate Imagine Order Organise Plan Rearrange Assess Compare Conclude Contrast Debate Interpret Measure Prove Rank Rate Blooms Taxonomy of Critical Thinking
- 14. www.pdst . ie
- 15. www.pdst . ie
- 16. www.pdst . ie http://cmsnew.pdst.ie/node/3248
- 17. www.pdst . ie Numeracy in School
- 18. Fí s Foghlaim Fo rbai r t www.pdst.ie © P D S T 2 0 1 4 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
Editor's Notes
- Activity Participants in groups reflect on the Junior or Senior Cycle course and identify numeracy moments under the headings listed above. There is extra information on the hand-out to assist them in this activity.
- The content relates to the third year course amend this slide